The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.

Chapter 29: Opening Doors and Mediating Practices: Working toward Inclusion in Tajikistan

Opening Doors and Mediating Practices: Working toward Inclusion in Tajikistan

Opening doors and mediating practices: working toward inclusion in Tajikistan
Kate Lapham

Introduction

Inclusive education has a firm place in the global discourse of education reform and development. Sustainable Development Goal (SDG) 4 references inclusion directly,1 and the need to bring children with disabilities into appropriate education services is widely acknowledged as essential for meeting SDG 4 targets. Children with disabilities face stigma and discrimination to varying degrees in every part of the world. Developing and low income countries have particular challenges in including children with disabilities, who may never have been included in any schooling previously, because of the need to expand and retrofit the existing system to meet their needs.

In Tajikistan, ...

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